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ANALISIS KESULITAN BELAJAR SISWA PADA MATERI TAJWID DAN UPAYA GURU PAI DALAM MENGATASINYA DI KELAS X SMA NEGERI 16 TEBO Pratama, Prandika; Sriani; Mabruri; Baili; Andryadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 1 (2022): Volume 7 Nomor 1 Juni 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v7i1.51848

Tajwid instruction in senior high schools often presents a critical learning point due to its dual nature combining theoretical rules and recitation practice. This study aimed to analyze the types and levels of students’ learning difficulties in tajwid and map PAI teachers’ pedagogical efforts to overcome them. A descriptive quantitative-qualitative design was implemented at SMA Negeri 16 Tebo involving 124 tenth-grade students and three PAI teachers. Instruments included a tajwid diagnostic test (expert-validated CVI=0.88; α=0.84), pronunciation error observation sheets, semi-structured interviews, and lesson plan/remedial documentation. Test results showed 67.7% of students fell into moderate–high difficulty categories, with dominant error patterns in nun mati/tanwin rules (72.4%), mad (68.1%), and qalqalah (61.3%). Cause analysis revealed limited individual practice, regional accent interference, and scarce audio-visual media. PAI teachers responded through diagnostic-formative strategies, chunking-based differentiated instruction, interactive tajwid applications, and peer coaching systems. Discussion confirms that intervention effectiveness depends on alignment between precise difficulty identification, structured pronunciation scaffolding, and immediate corrective feedback. It is concluded that tajwid learning difficulties are multidimensional and require a pedagogical approach integrating precision diagnosis, guided practice, and supportive technology. The study recommends developing error-based remedial modules, teacher training in digital pronunciation assessment, and integrating routine tajwid practice into school culture.

STRATEGI GURU PAI DALAM MENANAMKAN NILAI TOLERANSI ANTARUMAT BERAGAMA DI SEKOLAH NEGERI BERBASIS MASYARAKAT PLURAL Rayadi; Baili; Mabruri; yulia friska, Sonia; Sriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2021): Volume 6 Nomor 1 Juni 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v6i1.51859

This study aims to identify and analyze the strategies employed by Islamic Religious Education (PAI) teachers in instilling inter-religious tolerance values in public schools located within pluralistic communities. Using a qualitative approach with a multi-site case study design, the research involved three PAI teachers, six students from diverse religious backgrounds, two school principals, and one supervisor from two public junior high schools in multicultural regions. Data were collected through semi-structured interviews, participatory observation, and documentation. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that PAI teachers implement four primary strategies: integration of tolerance values into lesson planning and delivery, inclusive behavioral role modeling, facilitation of structured interfaith dialogue, and contextualization of local wisdom. These strategies significantly contribute to fostering mutual respect, reducing religious prejudice, and strengthening social cohesion within the school environment. The study concludes that the role of PAI teachers in pluralistic schools extends beyond doctrinal knowledge transfer to functioning as agents of moderation and social cohesion. Practical implications highlight the need to strengthen teachers’ multicultural competencies, integrate tolerance values into the hidden curriculum, and ensure inclusive school policy support.

PENGARUH LINGKUNGAN KELUARGA TERHADAP MINAT BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI SMP NEGERI 3 MUARA BUNGO Anasru; Noviriani; Mabruri; Yulia Friska, Sonia; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2021): Volume 6 Nomor 1 Juni 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v6i1.51873

This study aims to analyze the influence of family environment on students’ interest in learning Islamic Religious Education (PAI) at SMP Negeri 3 Muara Bungo. A quantitative correlational survey design was employed. The population consisted of 458 students from grades VII to IX, with a sample of 120 students selected through proportional random sampling. Data were collected using a Likert-scale questionnaire measuring family environment and PAI learning interest, which underwent construct validity and internal reliability testing. Data analysis utilized simple linear regression via SPSS 26. Results revealed a positive and significant effect of family environment on PAI learning interest (β = 0.648; t = 9.124; p < 0.001). The coefficient of determination (R²) was 0.420, indicating that 42% of the variance in learning interest was explained by family environment, while 58% was attributed to other factors. These findings confirm that parental emotional support, routine religious practices at home, and family communication patterns play a crucial role in fostering students’ intrinsic motivation toward PAI. The study recommends strengthening school-family collaboration through religious parenting programs and integrating home-school religious practices.

INTEGRASI NILAI-NILAI PENDIDIKAN KARAKTER DALAM BUKU TEKS PAI KURIKULUM MERDEKA: ANALISIS ISI PADA BUKU KELAS VIII SMP Alfarisi, Ahmad; Aulia, Nila; Yulia Friska, Sonia; Adilla, Ulfa; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.51948

This study aims to identify and analyze the integration of character education values in the Grade VIII Junior High School Islamic Religious Education (PAI) textbook under the Kurikulum Merdeka. The research employed a content analysis design with quantitative-descriptive and qualitative-thematic approaches. Data sources comprised the official PAI textbook published by Kemendikbudristek (2022), containing 8 chapters and 16 learning units. Coding was conducted using a matrix based on the six dimensions of Profil Pelajar Pancasila (PPP) and three integration depth levels (declarative, contextual, transformative). Inter-rater reliability yielded Cohen’s Kappa = 0.87. Analysis of 342 coded units revealed the following character distribution: religious (28%), critical reasoning (18%), mutual cooperation (16%), independence (14%), creativity (13%), and global diversity (11%). Integration depth was dominated by the declarative level (62%), followed by contextual (28%) and transformative (10%). Findings indicate that while the textbook accommodates character values, emphasis remains textual and lacks project-based application. The study recommends strengthening P5 activity components, balancing PPP dimensions, and developing teacher guidelines for local contextualization.

PERSEPSI SISWA TERHADAP PEMBELAJARAN PAI BERBASIS BLENDED LEARNING PASCA PANDEMI DI SMA NEGERI 1 JUJUHAN Azila, Zufa; Adilla, Ulfa; Yulia Friska, Sonia; Baili; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.51961

This study aims to map students’ perceptions of blended learning-based Islamic Religious Education (PAI) post-pandemic at SMA Negeri 1 Jujuhan and identify the factors most influential in accepting this model. An explanatory sequential mixed-methods design was employed. The sample comprised 180 students selected through proportional stratified random sampling, supplemented by in-depth interviews with 12 students and 4 PAI teachers. The quantitative instrument was a 5-point Likert scale questionnaire measuring four dimensions: platform usability, pedagogical alignment, socio-emotional support, and assessment equity. Construct validity yielded r > 0.361 and reliability α = 0.89. Data were analyzed using descriptive statistics, multiple regression, ANOVA, and qualitative thematic analysis. Results indicated an overall moderate-high perception (M = 3.78; SD = 0.52). Multiple regression revealed that platform usability (β = 0.312; p < 0.01), pedagogical alignment (β = 0.287; p < 0.01), and socio-emotional support (β = 0.241; p < 0.05) significantly influenced positive perception, while assessment equity was non-significant (β = 0.118; p = 0.089). Perception differed across grade levels (F = 4.32; p = 0.015). Qualitative findings confirmed four main themes: flexibility vs. cognitive load, digital divide and parental support, integration of Islamic values in asynchronous design, and non-authentic assessment. The study recommends developing contextual blended PAI modules, strengthening teachers’ digital literacy, and implementing project-based collaborative assessments between home and school.

IMPLEMENTASI PROYEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DALAM PEMBELAJARAN PAI: STUDI KASUS DI SMP NEGERI 7 MUARA BUNGO akbar, Imam; khamim, siti; Noviriani; Baili; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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The Independent Curriculum positions the Pancasila Student Profile Strengthening Project (P5) as a strategic instrument for character development through project-based learning. However, the integration of P5 into Islamic Religious Education (PAI) still faces conceptual and operational challenges, particularly at the junior high school level. This study aims to describe and analyze the implementation of P5 in PAI learning at SMP Negeri 7 Muara Bungo, Bungo Regency, Jambi Province. The research employs a qualitative case study design with a phenomenological-interpretive approach. Data were collected through in-depth interviews, participatory observation, and document analysis (lesson plans, project portfolios, student reflection journals, and teacher reflection notes). Informants included PAI teachers, curriculum coordinators, the principal, and eighth-grade students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. Results indicate that P5 implementation in PAI at this school is structured through three annual thematic projects aligned with the six dimensions of the Pancasila Student Profile. Integration is carried out via an embedded project approach, where PAI values (monotheism, morality, brotherhood, and social responsibility) are operationalized in concrete project activities. Positive impacts are observed in enhanced character awareness, student collaboration, and contextual internalization of Pancasila values. However, significant challenges include limited time allocation, teachers' capacity in holistic assessment, and minimal systematic community involvement. This study recommends strengthening teacher training based on design thinking for P5-PAI, developing integrated authentic assessment rubrics, and fostering multi-stakeholder collaboration for project sustainability. These findings provide empirical and practical contributions to developing P5 integration models in religious education within public schools.

EFEKTIVITAS MODEL FLIPPED CLASSROOM BERBASIS PLATFORM DIGITAL TERHADAP HASIL BELAJAR KOGNITIF DAN MOTIVASI SISWA PADA PAI KELAS X SMA N 1 RANTAU PANDAN Moh Rafi Khatami; Noviriani; Khamim, Siti; Mabruri; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53065

Islamic Religious Education (PAI) at the high school level is often still dominated by teacher-centered conventional approaches, resulting in low cognitive learning outcomes and students' intrinsic motivation. This study aims to examine the effectiveness of a digital platform-based Flipped Classroom model on cognitive learning outcomes and learning motivation of Grade X PAI students at SMA N 1 Rantau Pandan. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 students divided into an experimental class (n=32) and a control class (n=32) selected through cluster random sampling. Data collection instruments included a cognitive achievement test (content validity and reliability α=0.87) and a learning motivation questionnaire (α=0.89). Data were analyzed using prerequisite tests (normality and homogeneity), independent and paired sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) there was a significant improvement in cognitive learning outcomes in the experimental class (p=0.001 < 0.05) with a moderate gain category (N-gain=0.58) and a large effect size (d=1.24); (2) learning motivation in the experimental class increased significantly compared to the control class (p=0.000 < 0.05) with a high category. These findings confirm that integrating the Flipped Classroom model with digital platforms effectively improves cognitive domains and PAI learning motivation. This study recommends structured implementation supported by teacher training and school infrastructure, as well as further research combining qualitative approaches to explore student learning experiences in depth.

KOMPETENSI PEDAGOGIS DIGITAL GURU PAI DALAM MENERAPKAN PEMBELAJARAN BERDIFERENSIASI KURIKULUM MERDEKA: ANALISIS KEBUTUHAN DAN TANTANGAN IMPLEMENTASI Riyansyah; sabli, Muhammad; Kurniawan, Sugeng; Yulia Friska, Sonia; Baili; Andryadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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The implementation of the Merdeka Curriculum requires Islamic Religious Education (PAI) teachers to integrate differentiated learning with meaningful use of digital technology. However, the gap between policy and classroom practice indicates uneven digital pedagogical competence among PAI teachers in designing learning that responds to students' diverse learning profiles. This study aims to map needs and identify implementation challenges of PAI teachers' digital pedagogical competence in applying differentiated learning under the Merdeka Curriculum. The research employed a sequential explanatory mixed-methods design. The quantitative sample consisted of 156 junior and senior high school PAI teachers across three districts/cities selected via stratified random sampling. Quantitative data were collected using a digital pedagogical competence questionnaire (α=0.91) and professional development needs survey, analyzed descriptively and inferentially. The qualitative sample comprised 18 teachers selected purposively based on extreme competence scores, with in-depth interviews and FGDs. Thematic analysis revealed four main challenge dimensions: (1) infrastructure gaps and contextual digital literacy, (2) pedagogical unpreparedness in digitally diagnosing learning profiles, (3) administrative burden and assessment misalignment, and (4) ethical-spiritual dilemmas in integrating technology into religious education. Findings show that 68% of PAI teachers are at a basic digital competence level, with the highest training needs in data-driven differentiation design and adaptive formative assessment. This study recommends a sustained digital-based Professional Learning Community (PLC) mentoring model, administrative policy simplification, and development of digital pedagogical modules integrated with Islamic values. The results contribute to strengthening PAI teacher competence development policies in the Merdeka Curriculum era.

INTEGRASI KEARIFAN LOKAL DALAM MATERI PAI UNTUK PENGUATAN SIKAP TOLERANSI DAN MODERASI BERAGAMA: STUDI ETNOPEDAGOGI DI MTS DAERAH MULTIKULTURAL Umam, Khotibul; Kurniawan, Sugeng; sabli, Muhammad; Yulia Friska, Sonia; Andryadi; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53529

Islamic Religious Education (PAI) at Islamic junior high schools (MTs) in multicultural regions faces contextual challenges in fostering tolerance and religious moderation amid ethnic, cultural, and religious diversity. This study aims to explore the forms, strategies, and impacts of integrating local wisdom into PAI materials as an ethnopedagogical approach to strengthening tolerance and religious moderation attitudes. The research employed a qualitative design using an ethnopedagogical study approach that combined participatory observation, in-depth interviews, document analysis, and focus group discussions (FGD). Subjects included 4 PAI teachers, 1 cultural/traditional leader, and 24 eighth-grade students at an MTs in a multicultural area, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model and reflexive thematic analysis. Findings identified three relevant forms of local wisdom: (1) the tradition of silih asah-asih-asuh and interfaith mutual cooperation, (2) customary deliberation as a conflict resolution mechanism, and (3) the settlement pattern of adjacent houses of worship symbolizing social cohesion. Pedagogical integration was implemented through contextualization of Module Ajar content, collaborative project-based learning, reflective dialogue, and attitude portfolio assessment. Results indicate that the ethnopedagogical approach effectively strengthens cognitive understanding (diversity as sunnatullah), affective internalization (empathy, prejudice reduction), and behavioral manifestation (cross-background cooperation, inclusive language, conflict mediation) among students. The study concludes that local wisdom serves as a pedagogical wasilah bridging universal Islamic values with socio-cultural contexts, making PAI more relevant, transformative, and contextual. Recommendations include developing standardized ethnopedagogical modules, teacher training through Professional Learning Communities (PLCs), and flexible policy support from the Ministry of Religious Affairs and Ministry of Education.

PERSEPSI DAN KESIAPAN GURU PAI TERHADAP ASESMEN AUTENTIK BERBASIS PROYEK PADA KURIKULUM MERDEKA: ANALISIS DESKRIPTIF DI SMA NEGERI 2 KABUPATEN BUNGO Pahmi Idris; Andryadi; Yulia Friska, Sonia; Baili; sabli, Muhammad; kurniawan, sugeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

The Merdeka Curriculum shifts the assessment paradigm from conventional summative tests to project-based authentic assessment oriented toward developing the Pancasila Student Profile. Islamic Religious Education (PAI) teachers play a crucial role in operationalizing this shift, yet the gap between policy and classroom practice indicates barriers in understanding, designing, and implementing authentic assessment. This study aims to map PAI teachers' perceptions and readiness regarding project-based authentic assessment under the Merdeka Curriculum. The research employed a descriptive quantitative design with qualitative triangulation. Subjects included all PAI teachers at SMA Negeri 2 Regency Y (N=12) selected via census. Instruments consisted of perception and readiness questionnaires (1–5 Likert scale, α=0.91) and semi-structured interview guides. Quantitative data were analyzed descriptively (mean, standard deviation, frequency distribution), while qualitative data underwent thematic analysis for contextual deepening. Results indicate that teachers' perceptions of project-based authentic assessment fall into the positive category (M=3.84; SD=0.52), with strong conceptual understanding but concerns regarding feasibility. Overall readiness is moderate (M=3.61; SD=0.63), with significant disparities in technical-pedagogical dimensions (rubric design, process tracking, digital documentation) and administrative aspects (workload, report card alignment). Qualitative findings reveal four main challenges: lack of contextual PAI operational guidelines, limited time for teacher collaboration, misalignment in reporting systems, and the need for sustained mentoring. The study concludes that PAI teachers cognitively and affectively accept authentic assessment, but implementation readiness remains constrained by technical, systemic, and school capacity factors. Recommendations include developing standardized PAI assessment modules, strengthening Professional Learning Communities (PLCs), simplifying administration, and implementing continuous mentoring programs. The results provide empirical input for policy development on PAI teachers' assessment competencies in the Merdeka Curriculum era.

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